That’s why every fall, my elementary school art teacher would load our class onto a bus and take us to Henderson Bird Viewing Preserve. Together, we’d sit quietly along the banks of the preserve’s wetland and sketch our entries for the Junior Duck Stamp Contest.

While the blazing sun beat down the same as ever, it felt like our class had been transported to an oasis, and the usually quiet desert was teeming with life. Warblers and thrushes darted through the brush. Native waterfowl like mallards and ruddy ducks drifted and dove across the open water.

My pencil was never quite quick enough to capture the fleeting motion, but that didn’t matter to me. It was a way to connect with nature in a place where it can feel so scarce.

But Nevada is only getting drier. The American Southwest is undergoing a severe “mega-drying,” and in Nevada, studies show that nearly 40% of groundwater wells have experienced major water level declines. Groundwater-dependent ecosystems like wetlands shrink as a result.

For waterfowl, that means fewer places to land and feed during migratory season. These small, fragile habitats that support the majority of wildlife in Nevada could disappear altogether.

Nevada’s wetlands rely on conservation efforts from hunters and anglers. In 1934, sportsmen, concerned about dwindling duck populations, rallied around the Migratory Bird Hunting and Conservation Stamp Act, commonly known as the Duck Stamp Act.

Signed by President Roosevelt, the act established the Duck Stamp Program, an annually released stamp featuring wildlife art. The first Duck Stamp was designed by renowned conservationist and National Wildlife Federation’s first president, Jay N. “Ding” Darling.

Today, the U.S. Fish & Wildlife Service holds an annual competition for artists and wildlife enthusiasts to showcase their bird-themed artwork, with the winning design printed on that year’s Duck Stamp. They also host the Junior Duck Stamp Contest, an entry point into conservation for many (including myself).

Not only do these stamps raise awareness for conservation, but the Duck Stamp Program has been one of the most successful tools for funding wetland protection.

Since its inception, the Duck Stamp has raised over $1.3 billion dollars and protected over 6 million acres of habitat for waterfowl and countless other species. Artist or not, you can help support wetland conservation. 98% of the proceeds of the Duck Stamp go directly towards acquiring and protecting wetland habitat for the National Wildlife Refuge System.

Those who are interested in entering the 2026 Duck Stamp Contest can submit their art to the U.S. Fish & Wildlife Service Headquarters from June 1 to August 15, 2026. This year, contestants can choose from this list of approved species to feature on their design:

• Cackling Goose
• Blue-winged Teal
• Mottled Duck
• Long-tailed Duck
• King Eider

You can learn more about the Duck Stamp Contest submission guidelines here.

What began as a collaboration pairing LG’s immersive 3D Times Square displays with NWF’s Certified Wildlife Habitat programs quickly grew into something more impactful—an effort that blended education, storytelling, community action, and active employee involvement, including LG employees planting a certified pollinator garden with NWF, building 150 birdhouses, and planting native species on LG’s campus in New Jersey.

This Endangered Species Day, we want to celebrate the students and educators who make learning about local wildlife and endangered species a priority. NWF asked K-12 teachers and students to make a pledge to learn about vulnerable and endangered species where they live. As an incentive, LG provided prizes 4K Ultra Short Throw Projector and a 32-inch Smart Monitor Swing.

Congratulations to the winners!

• Everleigh M., 3rd grader, Illinois
• Laura Z., educator from Green Hope Elementary School, North Carolina

“One endangered animal that lives in Illinois is a yellow mud turtle. It is important to me because a yellow mud turtle has a varied diet, which helps them find food in different places. That’s why I think a yellow mud turtle is very unique.”

– Everleigh M., 3^rd grader

“Teaching about wildlife, habitat, and environmental stewardship is essential because it helps students understand that people, animals, and plants are connected and that our choices affect the places we all share. When young people learn how habitat loss, pollution, and climate change harm species and ecosystems, they gain the knowledge and skills to make better decisions—like conserving resources, supporting habitat restoration, and advocating for fair policies—that protect biodiversity and ensure clean air, water, and healthy communities for future generations. Exploring these concepts also helps to build the critical thinking, empathy, and real-world problem-solving abilities that will be used in careers and civic life.”

– Laura Z., educator from Green Hope Elementary School, North Carolina

We are so inspired by so many thoughtful and varied entries highlighting vulnerable and endangered species across the country, take a look at more of our student entries on why wildlife matters.

“Golden cheeked warblers are important to me because they are the only bird species that exclusively nest in Texas. They use Ashe juniper tree bark to make nests and mostly sew it together with spider webs.”

– Aapthi A., 3^rd grader

“The little brown bat is important to me because of the amazing role it holds in the ecosystem. Without it, everything would fall apart. It eats insects (at least half their body weight!) every night, which controls the bug population near their roosts.”

– Samantha C., 5^th grader

“Sea turtles are important because they are helping the ocean be clean because they act like marine gardeners.”

– José C., 6^th grader

“The Florida panther is important to me because it represents the wild beauty and uniqueness of Florida’s natural habitats. What makes the Florida panther unique is its ability to survive in swamps and forests, its powerful build, and its role as a top predator that helps keep ecosystems balanced. Saving the panther means protecting the land it needs to live, which also helps many other species.”

– Carlos S., 7^th grader

“I think that they [rusty patch bumblebees] are very unique and it is really cool how they move and look.”

– Hallie B., 8^th grader

Learn more about Endangered Species Day and download NWF’s endangered species coloring book!

Test your knowledge of vulnerable and endangered species highlighted in the LG series:

• Did you know the red wolf is the most endangered wolf in the world? Watch the red wolf on LG’s 3D Times Square billboard in NYC.
• Can you identify a monarch butterfly? Watch the monarch butterfly on LG’s 3DTimes Square billboard in NYC.
• What little owl lives in a cactus? Watch the Cactus Ferruginous pygmy-owl on LG’s 3D Times Square billboard in NYC.
• What animal is called the mermaids of the sea? Watch the West Indian manatee on LG’s 3D Times Square billboard in NYC.

Kids’ Corner:

• Celebrate Endangered Species (May 15)
• Plant a Tree for Wildlife
• Watch a Bat Ballet
• 5 ways You Can Help Endangered Species

Interested in more resources on wildlife?

Check out NWF’s Wildlife and Nature Education webpage to learn more about native wildlife and access tools and activities to engage kids and families.

For more information about LG’s STEM education and Endangered Species series, visit their website.

What happens in this courtyard extends far beyond its borders. Students are taking the lead on projects that matter to both their communities and the planet. Fresh produce grown in the garden is donated to families and local food banks. A student-led partnership with local businesses and Rutgers University resulted in the installation of a rain garden, designed to absorb stormwater runoff. These same students went on to teach others how to build their own rain gardens.

And Lincoln Middle School is not alone.

Across New Jersey, schools are stepping up through the Eco-Schools U.S. program, a global sustainability initiative operating in over 100 countries and administered in the U.S. by the National Wildlife Federation. Supported in New Jersey by the PSEG Foundation and New Jersey Audubon (a NWF affiliate), the program empowers students to take meaningful environmental action in their schools and communities.

“Through our partnership with the National Wildlife Federation, we’re able to create engaging, hands-on learning opportunities for our students that are rooted in community impact, environmental responsibility and leadership development,” said Maria Spina, Senior Manager of the PSEG Foundation & Corporate Social Responsibility. “This program gives young people practical ways to engage within their own communities and inspires them to make positive change in their environment. We’re grateful to work with partners like the National Wildlife Federation as we collective help build a greener, cleaner and friendlier New Jersey that our children can thrive in.”

The impact is wide-ranging. Some schools have created free campus “thrift stores” to support students in need. Others are planting dune grass to combat coastal erosion, building pollinator gardens, launching seed libraries, and even raising fish in classroom aquaponics systems. Students are testing water quality in local streams and leading clean-up efforts that directly improve their neighborhoods.

At the heart of Eco-Schools U.S. program are more than 60 “Action Cards”—student-driven projects focused on Climate Change, Wildlife and Biodiversity, and Healthy Communities. Schools earn points for completed projects as they work toward certification levels from Bronze to the prestigious Green Flag. In 2025, ten New Jersey schools—including Lincoln Middle School—achieved Green Flag status, demonstrating exceptional commitment to sustainability.

And educators are seeing the difference. As one teacher shared, the program transforms students’ care for the planet into meaningful, student-led action—building academic skills, confidence, and community impact.

Programs like Eco-Schools U.S. show what’s possible when students are empowered to lead. They’re not just learning about sustainability, they’re practicing it, shaping it, and proving that meaningful change can start right at school and in communities.

To learn more about how schools across New Jersey are making a difference, visit the New Jersey Audubon website.

Roberta Hunter is the Education Program Manager for New Jersey Audubon (NJA) an NWF affiliate. Roberta is responsible for implementing Eco-Schools U.S. in schools across New Jersey.

Each year, participating schools receive action grants to implement STEAM and sustainability projects. Schools are supported through professional development opportunities, paired with dedicated mentors from General Motors, and use the Eco-Schools platform to work toward certification.

In the 2024–25 school year, 20 schools across Michigan, New York, and Ohio participated. Eight schools achieved Green Flag certification, along with two at the Gold level and two at the Silver level. These accomplishments were made possible through the continued partnership with General Motors, which provided critical funding for school projects and engaged more than 20 employee mentors across participating schools.

This year’s cohort builds on that momentum, with students designing, testing, and implementing projects that reflect both their local environments and creative problem-solving. Across participating schools, youth are applying STEAM skills to explore solutions such as restoring ecosystems, enhancing biodiversity on school grounds, and analyzing how human systems impact environmental outcomes.

From Planning to Action: A Visit to MS2TC

Since stepping into the role of Manager, Education for Sustainability for the Eco-Schools program in early 2026, Rhyanna Morgan has had the opportunity to see this work up close. During her first school visit, she traveled to the Middle School Mathematics Science Technology Center (MS2TC) in Warren, Michigan, where she met with educator Tuyen Duddles and her 7th grade science students.

At MS2TC, Eco-Schools is a deeply embedded part of the student experience; students look forward to participating in a project that integrates scientific research, design, and hands-on problem-solving with Ms. Duddles as they move through the grades. During her visit, Morgan met with student groups as they shared their plans for the upcoming growing season. Their ideas ranged from designing and constructing insect hotels and butterfly gardens to planting a white oak tree, installing water collection systems, and building birdhouses.

What stood out most was the depth of student research and planning behind each project. Students carefully considered spacing and habitat needs, calculated material requirements and project costs, researched sustainable materials, and identified community organizations they could partner with for support. Seeing both their planning process and the schoolyard habitat where these projects will come to life highlighted the powerful combination of inquiry, data-driven decision-making, collaboration, and hands-on STEAM learning that defines the Eco-Schools program.

On the same day, GM Mentor Elizabeth Donoghue—who has supported MS2TC in previous years—visited additional 7^th grade classes, continuing her partnership with the school. Mentors like Elizabeth play a critical role in connecting students to real-world applications and careers, helping to inspire the next generation of environmental leaders in STEAM.

Student Leadership in Action: Hayes Elementary School

Across Metro Detroit and beyond, participating schools are already demonstrating the impact of this approach. At Hayes Elementary School in Westland, Michigan, environmental stewardship is embedded in daily learning through student leadership and hands-on STEAM exploration. This work is supported by a dedicated Green Team of educators and staff, headed by art teacher and Green Team Leader, Christine Lakatos.

This year, students participated in a citizen science–based investigation using Metroparks science kits focused on birds and watersheds, integrating science inquiry with hands-on modeling and observation. Working with authentic science tools and materials, students observed, compared, and identified bird species using images, audio recordings, and physical specimens. They analyzed bird calls, examined feathers and eggs, and explored adaptations by modeling bird beaks with different tools to understand how form relates to function. Students also measured wingspans and investigated sensory adaptations, applying both scientific observation and mathematical thinking.

Students extended their learning through a hands-on watershed modeling activity. By constructing landform models and simulating rainfall, they observed how water moves through a watershed and how human development can influence runoff and water quality. Through this process, students collected and interpreted observational data, identified patterns, and explored the environmental impact of everyday decisions, while connecting scientific concepts to real-world systems.

Hayes students also continued to maintain and expand their Schoolyard Habitat, applying ecological knowledge through ongoing, student-led stewardship. They engaged in seasonal maintenance activities such as planting, weeding, watering, harvesting, and seed collection, learning how these actions support plant life cycles, biodiversity, and habitat health. Students monitored changes over time, reinforcing connections between data, observation, and environmental outcomes.

From detailed project planning in middle school classrooms to schoolwide initiatives led by elementary students, these schools demonstrate how education can inspire meaningful environmental action. With continued support from General Motors, educators, mentors, and community partners, students are actively applying STEAM skills, like analyzing data, designing solutions, and communicating impact, to shape a more resilient and sustainable future.

We need to celebrate the communities and all generations throughout the monarch flyway that are contributing to this success, and at the same time, we need to take stock of what is working and continue with our efforts to recover the monarch butterfly whose future remains uncertain. 7.24 acres is indeed a success compared to the previous season, but the goal for the overwintering population established in 2015 is 15 acres.

One thing we can be certain contributes to the recovery of the monarch butterfly are the many small native plant habitats that jewel the landscape. These smaller gardens are essential habitat that help connect to larger native plant spaces, creating safe intervals for the monarch butterfly to fly between areas of rest and nourishment during their long migration.

Schools as Hubs for Monarch Education and Outreach

As hubs of their community, schools can play a vital role in connecting urban centers to larger swaths of habitat. When schools create gardens for the monarch butterfly with native milkweed and nectar plants, they are not only creating a safe space for monarchs to refuel and lay their eggs in the spring, but they also often create a ripple effect of habitat education, replication, and stewardship into their surrounding community.

Schools serve as the place community members and volunteers can engage to learn and take action, whether helping to build and maintain the gardens or learning from the students and discovering free resources. They are also the place community members can give back by sharing their knowledge.

Monarch Heroes Schools

As part of Monarch Heroes 10^th Anniversary Celebration, we lift up a handful of the schools who are serving as hubs for monarch butterfly recovery in their communities. Below are some stories from across Texas of how Monarch Heroes gardens have grown beyond school grounds.

Teachers from Woodlawn Academy (San Antonio) and Pattersen Elementary (Houston) take gardening from school to home and build neighborhood and family connections in the process.

Lucia Francese, Teacher, Woodlawn Academy, San Antonio

Monarch Heroes has not only changed my way of teaching but my way of living. I am much more conscious of native plants. I have started growing native plants on my balcony. I have convinced friends to plant native plants in their yards, and this spring on my drive from San Antonio to Houston, I called my mom to describe in detail all the native wildflowers blooming along the highways. This program helped me take my interest in conservation to a true passion and has given me the tools to not only take personal action, but to inspire others to take action as well.

Maria Karen Locke, Teacher, Pattersen Elementary, Houston

Inspired and motivated by the Monarch Heroes garden at our school, I planted a monarch habitat garden at my home. I included milkweed and nectar-rich flowers to support monarch butterflies and other pollinators throughout their life cycle. I continue to expand my garden and share what I’ve learned with my family, neighbors and community. I have shared its purpose with my co-teachers, adminstrators, students and families, discussed my personal experience creating a home habitat, and encouraged participation in planting and caring for the garden.

Students and families have also been inspired to take action at home by reviving their existing gardens with native plants or by starting small pollinator-friendly gardens, and planting milkweed to support monarch butterflies. Many have also inquired about which pollinator plants to use and where to get them. So, we know they are taking it seriously!

School garden teams at Ann Richards Middle School (Austin), Baker Montessori (Houston), and Diamond Hill Elementary (Fort Worth) build community connections and support for gardens through spreading neighborhood gardens and the value of habitat stewardship.

Carey Warner, Teacher, Ann Richards Middle School, Austin, TX

Through a year-long senior project on geriatric depression, students at Ann Richards Middle School explored practical ways to support emotional well-being in adults over 65. Their research revealed that regular exposure to nature can significantly improve mood and help reduce symptoms of depression. Inspired by these findings, the students partnered with the South Austin Senior Activity Center to create a native plant monarch garden.

Now certified by the National Wildlife Federation, the garden serves as a vital habitat for monarch butterflies, offering food and shelter during their migration. But its impact goes beyond environmental benefits. The garden has become a shared community space where seniors can connect, contribute, and find creative inspiration. Whether tending to the plants or using the space for art, participants often experience a renewed sense of purpose and belonging—key factors in reducing loneliness.

Feedback from the community has been overwhelmingly positive. In a survey conducted by the students, every respondent at the Activity Center said the monarch garden brought them joy, and all expressed interest in learning more about it and seeing it expand.

Simone Roemhild, Teacher, Baker Montessori, Houston, TX

Learning about native plant species has shaped our decision processes about what to plant throughout our campus. As neighbors and by-passers notice us creating habitat, they get curious. We now have a regular group of families taking care of the Spark-Park, and we have had several parents lead planting events in collaboration with Trees for Houston. As we establish more “planted islands” at the perimeter of our school, neighbors are starting to feel comfortable and encouraged to plant herbs, native flowers and grasses. Slowly but surely, we are enticing humans to start connecting and stewarding these little islands of public lands in the heart of H-Town (Houston).

Tina Culp-McDonald, Teacher Diamond Hill Elementary, Fort Worth, TX

At our Earth Day celebration, several parents shared with me that their children are more aware of the nature around them and have even scolded a parent or two for being careless with plants and/or insects at home. We made seed balls and students and parents were able to drop them in areas of the neighborhood that could use some brightening up. One parent said her daughter now wants to make a pollinator space in the backyard and had asked mom if they could get a tree trimmed so there would be more light.

Whether community members volunteer to create monarch gardens, attend student led campus community forums or volunteer to share their knowledge with students, the ripple effect and impact on monarch conservation is real.

A teacher from Cunningham Elementary (Austin) switches career paths to found a non-profit, PEAS, and support school gardens across a city.

Lauren Maples, Founder and Executive Director of PEAS, Austin, TX (Former teacher Cunningham Elementary, Austin)

Building upon my experience as a teacher at Cunningham Elementary, at PEAS (Partners in Education, Agriculture, and Sustainability), we have extended the impact of the Monarch Heroes program by incorporating pollinator education into our broader curriculum and supporting other schools in developing and enhancing their own pollinator gardens. The lessons and practices rooted in the Monarch Heroes program now reach additional educators, students, and communities beyond a single campus.

Students often take on the role of educators within their own households. They encourage their families to avoid pesticide use and help them understand how even small actions can support pollinators. Some families extend their involvement into the broader community by tending the school gardens and advocating for pollinator-friendly landscaping in shared spaces. These actions demonstrate how the Monarch Heroes program helps cultivate not only knowledge but a sense of responsibility that carries beyond the classroom and into the community.

Resources

• To learn more about the Monarch Heroes program visit our website.
• To help your students advocate for the Monarch butterfly in their city, consider having them write a letter to their mayor. A template letter is available here.
• Come and Celebrate 10 years of Monarch Recovery with the Monarch Heroes Program at our spring student showcases in May: Austin, San Antonio and Houston.

The National Wildlife Federation (NWF) is excited to award Butler University the Plastics Reduction Partner Bronze level certification for their efforts to reduce single-use plastic waste on campus.

Butler University, a private university in Indianapolis, Indiana, earned points towards their Bronze-level certification through actions to build awareness on campus about the harmful impacts of plastics, by encouraging behavior change to choose reusable over single-use plastics, implementing tangible changes in their campus-wide operations, and through their education and awareness programs.

Here are a few spotlights of Butler University’s plastics reduction efforts:

• Butler’s online orientation guide educates students on the difference between the recycling symbol and the plastic resin identification codes (#1-#7) and provides guidance on what materials are currently collected for recycling on campus.

• Several of Butler’s dining locations offer Bluego containers that are 100 percent reusable, recyclable to-go containers that the campus community can use to minimize waste produced from take-out dining ware.

• Butler has banned the purchase of extruded polystyrene foam, better known as Styrofoam. Additionally, Butler collects and recycles plastic film through the NexTrex recycling program. Plastic film is considered a hard-to-recycle material because it’s generally not accepted by waste and recycling companies that collect the campus’s glass, aluminum, and single-use plastics for recycling.

“Butler University believes, that as an institution, we have a responsibility to advance environmental stewardship within our community and support our local ecosystems. From the rise of single‑use plastic products and the energy‑intensive, fossil‑fuel‑based production behind them, to the increasing challenges of limited recycling and resale options, we recognize the significant impact of plastic pollution and are committed finding ways to eliminate plastic use to support the long‑term health and sustainability of our community.”

– Julie Lindeman, Assistant Director of Operational Sustainability, Butler University

Plastic pollution is a critical threat to the natural environment, an estimated eight million metric tons of plastic entered the ocean in 2010 and that number continues to increase every year. In some areas, sea turtles were found to ingest plastic in 2019 at double the amount since the 1980s, and research shows continuing rates of ingestion today.

Plastic ingestion and entanglement injures and kills countless marine birds and other wildlife every year. One impactful solution to this problem is engaging America’s higher education institutions on the dangers of plastics build-up, and how the problem can be addressed through the reduction of purchase and use in campus dining facilities, laboratories, academic buildings, and more.

The Plastics Reduction Partner, launched in 2022, is the only certification program in the U.S. that recognizes colleges and universities for taking action to reduce the purchase and use of single-use plastics on campus.

There are three levels of certification available: bronze, silver and green (introductory to advanced), and a comprehensive framework featuring four action areas, including building awareness, supporting behavior change, assessing and implementing operational change, and demonstrating institutional leadership.

The first step to becoming a Plastics Reduction Partner is to complete a commitment letter. Colleges and universities then proceed to work toward their chosen certification level by taking action and earning points in the four action areas.

The current list of institutions participating in the Plastic Reduction Partner program includes:

• Amherst College, Massachusetts (Commitment Letter)
• Bard College, New York (Bronze Certified)
• Bowling Green State University, Ohio (Commitment Letter)
• Butler University, Indiana (Bronze Certified)
• California State Polytechnic University, Humboldt (Bronze Certified)
• California State University Dominguez Hills (Bronze Certified)
• Carnegie Mellon University, Pennsylvania (Commitment Letter)
• Catawba College, North Carolina (Commitment Letter)
• Drexel University, Pennsylvania (Commitment Letter)
• Howard Community College, Maryland (Commitment Letter)
• Lewis University, Illinois (Commitment Letter)
• Northern Michigan University (Commitment Letter)
• Salisbury University, Maryland (Bronze Certified)
• St. Edward’s University, Texas (Commitment Letter)
• SUNY College of Environmental Science and Forestry, New York (Commitment Letter)
• University at Albany, New York (Bronze Certified)
• University of California, Berkeley (Commitment Letter)
• University of Massachusetts, Amherst (Commitment Letter)
• Wenatchee Valley College, Washington (Commitment Letter)

Participation in the Plastics Reduction Partner program is eligible for AASHE STARS materials management recognition credit. Additionally, NWF is a proud member of the #BreakFreeFromPlastic movement, and the Plastic Pollution Coalition.

Test your knowledge

• How does plastic pollution impact sea lions and our natural marine environments?
• What is your plastic eco-score?

Learn more

• Butler University’s Sustainability Efforts
• How to become a Plastics Reduction Partner
• Plastic Pollution Impacts on Humans
• Wildlife Impacts from Plastic Pollution

The Plastics Reduction Partner certification program was designed by Amber Saxton, Sustainability Program Manager, Campus Efficiencies, George Mason University (Virginia), with support from Kristy Jones, Director, Higher Education Programs, National Wildlife Federation. The following campuses served on an advisory committee, providing feedback for improvement before launch of the program in early 2022: Knox College, Mount Holyoke College, SUNY College of Environmental Science and Forestry, Texas Tech University and The Ohio State University. 

About National Wildlife Federation

Founded in 1936, the National Wildlife Federation is America’s largest and most trusted grassroots conservation organization with 52 state and territorial affiliates and more than six million members and supporters, including hunters, anglers, gardeners, birders, hikers, campers, paddlers, and outdoor enthusiasts of all stripes. NWF’s mission is to unite all Americans to ensure wildlife thrive in our rapidly changing world through programming focused on conserving wildlife, restoring habitats and waterways, expanding outdoor opportunities, addressing the causes and consequences of climate change, and connecting people with nature. Education plays a vital role in connecting people with wildlife. Through programs, curriculum, scientific reports, and more, NWF is furthering knowledge about nature and wildlife, and inspiring future environmental stewards.

Family, Friend and Neighbor (FFN) care is a broad term encompassing home-based child care provided by community members who typically have established relationships with the children for whom they care. 

These community members are an often overlooked segment of early care and education infrastructure, despite the fact that they make up the largest source of non-parental child care in the United States. It is estimated that approximately one in four children under the age of 5 are cared for by FFN providers some or all of the time that their parents are at work. 

Mirroring national trends, FFN providers play a crucial role in Colorado’s child care ecosystem, especially for infants and toddlers. They care for an estimated 50% of children in the state, including more than 60% of children aged three and under. 

The value of FFN care goes beyond numbers. For the nation more widely, FFN providers help to fill the gap between the supply and unmet demand for high-quality child care in the communities that need it most. For families, FFN providers often offer a trusted, affordable, and flexible child care option that can mimic home environments while accommodating their family’s language and cultural preferences. 

Even with the positive impact FFN care brings to the early care and education system, FFN providers and settings are largely under-resourced and unsupported in child care policy conversations. In Colorado, public investment in FFN care historically amounts to less than 1% of the state’s early childhood education budget.

A Historic Investment’s Not-So-Invisible Impact

New solutions are needed to meet families where they are, which is why the Early Childhood Health Outdoors (ECHO) initiative is proud to be part of the Colorado Statewide Parent Coalition’s inaugural and historic FFN training and support grant program.

The program, developed in partnership with Colorado’s Department of Early Childhood, is one of the first of its kind in the U.S. and represents a groundbreaking investment. In 2025 alone, the program reached nearly 1900 FFN providers across 24 counties through training, technical support, and grants for educational materials.

“I think the significance of this program goes beyond just training and grants. It’s a step toward standardizing systemic support for these providers who aren’t always recognized in traditional funding and policy structures.”

– Liz Houston, ECHO Deputy Director of Partnerships & Development

As part of this program, and in alignment with ECHO’s mission to ensure every young child has opportunities to thrive in healthy outdoor environments every day, ECHO worked with community partners throughout Colorado in 2025 to conduct professional development trainings on nature play and outdoor learning for FFN providers. 

FFN care is primarily home-based, making ECHO’s Nature Play at Home workshop a perfect fit for providers aspiring to enhance their child care spaces to better support nature play and outdoor learning.

While people often think that nature-based learning has to take place in expansive parks or greenways, there are many opportunities to bring a diversity of enriching outdoor settings and experiences into the home environment. 

ECHO’s Nature Play at Home guide (also offered in Spanish and Arabic) is a great resource for anyone caring for children in a limited outdoor space. It highlights small, incremental, and affordable “do-it-yourself” improvements that can make big differences in the healthy development of the children. 

Starting in early 2025, ECHO’s Education and Engagement team organized in-person, hybrid, and online Nature Play at Home workshops for multiple FFN cohorts from the Front Range to the Western Slope.

Staff collaborated with local organizations including Valley Settlement, United Way of Weld County’s PASO Institute, Joint Initiatives, Empowering Communities Globally, and Colorado River Valley Team to reach FFN providers in communities across the state. When applicable, workshops were offered in Spanish and Arabic to reach a broader range of community members that are often overlooked in English-only professional development opportunities. 

Each workshop highlighted examples of design features that FFN providers could adapt to their own child care spaces, as well as resources to help providers engage children in outdoor play and learning in practice.

“When a child engages with nature, they feel a sense of freedom. They establish a connection [with the natural world] and realize they are an integral part of everything that surrounds them.”

“[The training] presented various ideas on how caregivers can utilize resources they already have at home to create activities that foster imagination and learning in children. We learned how to leverage simple household items to simulate creative play, making for a highly enriching and practical experience that is easy to apply in day-to-day childcare.”

– Valley Settlement Team Members

After the initial presentation, providers engaged in hands-on activities including starting seeds for their gardens, planting colorful annuals, and building fairy gardens.

In addition, each provider in attendance received $950 to purchase educational materials for their program. Attendees used these funds to purchase materials like water and mud tables, sensory play elements, and water features. 

One attendee responded in their exit survey: “It was a wonderful training with creative play stations to see in action. The grant materials were an absolute blessing and we use something purchased every single day.”

Continuing the Work in 2026

ECHO is continuing its work through the FFN training and support grant program throughout 2026. If you or someone you know is interested, make sure to follow ECHO’s Instagram and Facebook account for more updates.

In the meantime, check out the ECHO resource page for free, online resources on nature play and outdoor learning.

The Future We’re Building Symposium

First on the agenda was “The Future We’re Building Symposium,” a collaborative event by the Children’s Environmental Health Network and The Center for Environmental Policy at American University’s School of Public Affairs.

This event brought together national leaders, students, advocates, and experts in children’s environmental health to reflect on the last decade of progress and envision the path ahead.

Speakers included Leah Defenbaugh, Director of Youth Development Projects, Minneapolis Youth Coordinating Board; Alissa Mwenelupembe, Chief Early Learning Quality and Research Officer, National Association for the Education of Young Children; and LaTricea Adams, Founder, CEO, and President, Young Gifted and Green.

It was inspiring to join these leaders and others like long-time National Wildlife Federation partner Nsedu Obot Witherspoon, Children’s Environmental Health Network Executive Director, to discuss topics like “Healthy Places to Live, Learn, and Play.”

It was reinvigorating to know that ECHO’s vision—a future where every young child has rich and engaging daily opportunities to play and learn in high-quality outdoor environments that support healthy development and lifelong connections to the natural world—is so well-aligned with this national movement.

The ECHO team is proud to be actively engaged and working hard to meet emerging challenges like the impact of climate on young children and ongoing priorities like environmental justice.

Childcare Supply Network National Showcase

Next up was the “Childcare Supply Network National Showcase,’ part of the National Association of Counties 2026 Legislative Conference where partners, stakeholders, and officials from all levels of government came together to learn about the economic and social transformation that comes from improving local childcare supply, accessibility, and affordability.

I was thrilled to connect in person with valued ECHO partners that I have only previously had the pleasure to engage with on Zoom, like Low Income Investment Fund’s (LIIF) Nicole Barcliff, Senior Policy Director and Shelly Masur, Early Childhood Education Vice President.

The reunion with LIIF felt like a homecoming, since the ECHO team worked closely with LIIF to support two cohorts of early childhood education centers and family child care homes in the DC area over the last several years.

We provided early care and education providers with professional development and resources; hands-on, individually tailored design workshops; design assistance; and, in some cases, support in navigating the district’s permitting and construction processes.

It was deeply gratifying to see the direct connection between these important gatherings and ECHO’s impact on the ground. We know from our pre- and post-engagement surveys that these providers are spending more time outdoors with the children in their care and they now have the skills and resources they need to help children experience the wonders of the natural world, inspiring lifelong environmental stewardship.

On Saturday, it was inspiring to take a break from convening to visit the Smithsonian Museum of Natural History. I also highly recommend a visit to the National Museum of Women in the Arts!

National Association for the Education of Young Children’s Public Policy Forum

Sunday, it was back to work! I attended the National Association for the Education of Young Children’s Public Policy Forum. This event was a multi-day advocacy experience designed to help early childhood educators exercise their powerful voices on policy to make themselves heard.

We enjoyed a packed agenda of workshops, keynotes, panels, strategy sessions, and conversations with policymakers on Capitol Hill. I’m grateful to Cameron Fall, Board member of the Colorado Association for the Education of Young Children, for his coordination and guidance in preparing us for our day on Capitol Hill.

We had the opportunity to meet with staff members from the offices of Senators Hickenlooper and Bennet to speak about the importance of sustaining public funding for affordable, high-quality child care. I also had the pleasure of meeting with staff for my own Congressman, Joe Neguse, and appreciated a robust conversation about how important child care is to families with young children in my small rural county.

Washington, D.C. was especially hopping that day, with the State of the Union taking place in the evening—there was some “wildlife” spotted in the Hart Senate Office Building—the Portland Protest Frogs (see header photo!).

The week was a huge success, and, on behalf of ECHO, we are grateful to the George B. Storer Foundation and the W.K. Kellogg Foundation for supporting our efforts to transform early childhood settings and systems to ensure that every young child has opportunities to thrive in healthy outdoor environments every day.

The state of Maryland has identified the neighborhood as having significant environmental justice concerns including air and water quality, heat and flood risks, and other impacts of pollution. Through engagement, service, and advocacy, the Druid Heights Community Development Corporation (Druid Heights CDC) is working closely with the National Wildlife Federation (NWF) to re-develop and revitalize the green spaces in one of Baltimore’s oldest neighborhoods to improve these conditions.

Environmental Outreach, Education, and Engagement Projects

Despite sitting near Druid Hill Park and the Jones Falls creek, infrastructure like large highways, train tracks, and lack of access points keep the neighborhood disconnected from natural spaces. As part of Druid Heights CDC’s ongoing efforts to better connect neighbors to nature and address wider watershed health issues, NWF is once again partnering with the community to support greening and watershed education through the Druid Heights to Jones Falls project. This project combines public education on water quality, water pollution, and local watersheds with restoration of community green spaces.

In addition to working with Grow Home (a local youth leadership and green workforce development program aimed at revitalizing the existing rain and pollinator gardens at the Druid Heights Peace Park and Elijah Cummings Nature Play Space), the Druid Heights CDC and NWF are hosting a series of workshops and educational events as part of the Druid Heights to Jones Falls project.

Rather than simply restoring green community spaces, the partnership will help deepen the connection between Druid Heights residents and the Jones Falls Watershed by offering hands-on experiences in understanding how small-scale infrastructure can improve watershed health.

With the right tools, residents of this historic neighborhood have the power to improve the health of their community and local environment.

Educational Workshops

A key component of the Druid Heights to Jones Falls project is supporting community members in building a relationship with their green spaces. By targeting key age groups with specially designed events, community members will be invited to explore their unique role in protecting the Jones Fall Watershed.  

In December 2025, the first event took students from the Druid Heights CDC after school program on a field trip for an educational nature walk at Druid Hill Park and along the Jones Falls creek to learn about the interconnection of the park, stream, and Druid Heights within the Jones Falls Watershed and the Chesapeake Bay.

Upcoming events will take the after school program on a second field trip to the Baltimore Harbor, work with summer campers to stencil storm drains, engage adults from the Green Thumb Club in park clean-up and planting events, and invite seniors on a field trip to learn about watersheds, stormwater, flooding, and pollution and how best to protect waterways, improve ecological conditions, and advocate for positive environmental change.

The final two events will be community planting and “spruce-up” days at the Elijah Cummings Nature Play Space and Druid Heights Peace Park. By cleaning trash, removing invasive plants and weeds, and planting new trees, shrubs, and perennials, residents will help restore the ecological functionality of these important spaces.

Measuring Success

In this historic neighborhood, the Druid Heights to Jones Falls project looks to connect an already interconnected community to the green spaces and watersheds that impact their water quality and ecological health.

The ultimate measure of success for this Chesapeake Bay Trust funded work will be in seeing renewed interested in active, positive use of community green spaces and residents who feel empowered to advocate for improved water quality in the Jones Fall and Chesapeake Bay Watersheds.

Supporting communities in building their capacity to steward green spaces, green stormwater infrastructure, and wildlife habitat is a long-term process. With sustained commitment to the Druid Heights community and the health of their watershed, the National Wildlife Federation, Druid Heights CDC, and residents of this historic neighborhood are taking steps small yet critical steps toward community and ecological resilience.

That’s why Fort Valley State University (FVSU), in collaboration with the National Wildlife Federation’s Southeast Forestry program, has established the FireCats. This collegiate club aims to bring together students with an interest in the natural world and careers in forestry, fire ecology, prescribed burning, and conservation.

In collaboration with the Longleaf for All Mentorship Model—a program that leverages the knowledge of experienced forestry landowners to educate their community—the FireCats brought 24 students to Landowner Mentor Mr. Herbert Hodges’s property for his annual Learn & Burn in Swainsboro, Georgia.

A Fire-Dependent Ecosystem

The longleaf pine ecosystem—once spanning 90 million acres stretching from southern Virginia to eastern Texas—is crucial to the Southeast, but human activity has caused a drastic decline in acreage. Efforts are underway to reverse this damage, and prescribed fire is a critical component of this, as lower-intensity fire is a natural and necessary aspect of this ecosystem.

It’s a methodology that not only helps the flora grow but thrive. In removing invasive shrubs and other competing vegetation, sunlight can reach the understory, promoting nutrient cycling, seed germination, and the growth or regrowth of native species. In fact, without prescribed burning, the ecosystem’s namesake species, the longleaf pine, wouldn’t be able to flourish.

For Zion Sayles, the newly appointed FireCats President, it was very rewarding to learn how native plants can survive during fires and rebound, coming back stronger than ever. In an interview, Zion noted her particular excitement “to provide plant science majors”—like herself—“with the opportunity to get deeper into the field of forestry and ecology” in her new position.

However, flora aren’t the only ones who benefit from fire in the longleaf pine ecosystem. Fire opens the understory up, which provides ample hunting opportunities for native wildlife; increases diversity and abundance of vegetation for herbivores; and maintains the habitat of keystone species like the gopher tortoise—an at-risk reptile students loved learned about.

Protecting Communities

Prescribed burning doesn’t merely benefit ecosystems but communities too. Warming temperatures are amplifying wildland fire activity, and while humidity, wind speed, and direction are prominent influences in how these events spread, it’s the accumulation of vegetation—or fuels—that drive hotter, faster, and higher reaching fires.

The resulting catastrophic wildfires threaten landscapes, property, civilians, and firefighters, prescribed burners have the unique ability to get ahead of these natural disasters by removing these loads. In removing dead and live vegetation, such as trees, shrubs, grasses, and litter, fire practitioners can safeguard communities before trouble strikes.

“This experience really opened my eyes,” says student Kingston Askins. “I can see how this is a very enjoyable career to go into, and it’s very rewarding, as you can see how doing these prescribed burnings [help] the environment.”

A Field Rife with Opportunity

It’s the diversity of the field that stuck with students in the end, as most students went into this event not knowing how their majors could help them have careers in fire. But that’s the beauty in forestry: no matter your degree, there’s always ways to get involved. The professionals were prime examples of this, as while many had natural resource degrees, others majored in the arts.

While it’s true that many of these students may not find their way into a fire-adjacent career, whether that be because of pre-determined career goals or otherwise, at the very least, they now have the resources to teach their friends and family that prescribed fire isn’t something to fear. And out of this peer education, who knows what future fire practitioners could be born.

“There are steps we can take to protect [the environment] for the next generation,” Herbert says, “[and] it’s going to take all of us being interested and working hard to see that it’s done.”